A SET OF SPEAKING MATERIALS BASED ON COMMUNICATIVE LANGUAGE TEACHING FOR THE EXTRACURRICULAR ENGLISH CLUB OF SMP KANISIUS PAKEM YOGYAKARTA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF SPEAKING MATERIALS
BASED ON COMMUNICATIVE LANGUAGE TEACHING
FOR THE EXTRACURRICULAR ENGLISH CLUB
OF SMP KANISIUS PAKEM YOGYAKARTA
A SARJANA PENDIDIKAN THESISPresented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Jeni Fan Allen
Student Number: 081214108
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
A SET OF SPEAKING MATERIALS
BASED ON COMMUNICATIVE LANGUAGE TEACHING
FOR THE EXTRACURRICULAR ENGLISH CLUB
OF SMP KANISIUS PAKEM YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Jeni Fan Allen
Student Number: 081214108
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I dedicate this thesis to: My Almighty Jesus Christ
My beloved husband and daughter My big family
And all of my friends
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
.Allen, Jeni Fan. 2012. A Set of Speaking Materials Based on Communicative
Language Teaching for the Extracurricular English Club of SMP Kanisius Pakem Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University
This research is aimed at designing a set of speaking materials based on
Communicative Language Teaching for the extracurricular English Club of SMP
Kanisius Pakem Yoyakarta. The materials developed emphasize speaking skill
advancement to help the students improve their speaking proficiency. The problems
are, therefore, formulated as follows: 1) How is a set of speaking materials based on
Communicative Language Teaching for the extracurricular English Club of SMP
Kanisius Pakem Yogyakarta designed? and 2) How does the designed set of speaking
materials look like? This is a Research and Development (R&D) study used for developingdesigned materials. The researcher employs the survey method by distributing
questionnaires and conducting interviews to find the best design of the materials for
the extracurricular English Club of SMP Kanisius Pakem, Yogyakarta. To solve the
first problem, the researcher conducted the review of related theories. The purpose of
the review of the related theories was to provide this study with the adequate basis
and references. To solve the second problem; it is to design materials to advance
speaking skill based on communicative language teaching approach, the researcher
combined two models of instructional material design by Jerold Kemp and Janice
Yalden.Based on the analysis, the researcher found that a set of speaking materials for
extracurricular English Club based on Communicative Language Teaching approach
should be designed by following seven steps suggested by Kemp and Yalden. Those
seven steps are: 1) conducting needs survey 2) formulating goals, topics, and general
purposes 3) identifying the learning objectives 4) selecting the teaching-learning
activities and instructional materials 5) selecting and developing the syllabus type 6)
coordinating support services, and 7) revising. Underpinned by those criteria, the
researcher designed a set of speaking materials based on Communicative Language
Teaching for the extracurricular English Club of SMP Kanisius Pakem Yogyakarta.
These materials that focus on speaking activities consist of three topics, namely: “Tell
M e about Your Family”, “What is Your Hobby”, and “I Want to Buy It”.This thesis offers suggestions to the English teachers as well as to the future
researchers who are interested in developing materials for speaking skill advancement
or other skills as the object of study. The future researchers can further this study by,
for instance, developing other aspects to perfect the previous study in the same topic.
The other suggestion is that the materials developed in this study need some revisions
to meet the utmost goal of teaching speaking to the students in general.PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Allen, Jeni Fan. 2012. A Set of Speaking Materials for Extracurricular English
Club of SMP Kanisius Pakem Yogyakarta Based on Communicative Language Teaching. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University Tujuan penulisan skripsi ini adalah merancang bahan ajar dengan pendekatan Communicative Language Teaching (CLT) untuk pengembangan keterampilan berbicara melalui ekstrakurikular English Club di SMP Kanisius Pakem, Yogyakarta. Bahan ajar yang dirancang disini menekankan pengembangan keterampilan berbicara para siswa. Ada dua rumusan masalah, yaitu: 1) Bagaimana merancang bahan ajar berdasar pendekatan CLT untuk ekstrakurikular English Club di SMP Kanisius Pakem Yogyakarta? dan 2) Seperti apakah wujud dari bahan ajar tersebut?
Penelitian ini menggunakan metode Research and Development (R&D), yaitu metode penelitian yang dapat digunakan untuk pengembangan bahan ajar. Penulis menggunakan metode survei dengan kuesioner dan wawancara untuk menemukan bentuk bahan ajar yang paling tepat. Untuk menjawab permasalahan pertama, penulis menganalisis teori-teori yang relevan sehingga teori-teori tersebut dapat menjadi dasar dan referensi yang memadai dalam penyusunan bahan ajar. Sedangkan untuk menjawab permasalahan yang kedua, penulis menggabungkan dua model perancangan bahan ajar yang dikemukakan oleh Jerold Kemp dan Janice Yalden.
Dari hasil analisis, ditemukan bahwa untuk merancang bahan ajar berdasar CLT harus melalui tujuh tahap, yaitu: 1) survei kebutuhan, 2) merumuskan sasaran, topik, dan tujuan secara umum, 3) menemukan tujuan pembelajaran, 4) memilih jenis kegiatan beserta materi ajarnya, 5) memilih dan mengembangkan jenis silabus, 6) mengumpulkan bahan-bahan pendukung lainnya, dan 7) merevisi bahan ajar. Dari ketujuh tahap di atas, penulis kemudian menyusun bahan ajar berdasar CLT ini. Bahan ajar yang perhatian utamanya adalah praktek berbicara ini terdiri dari tiga topik, yaitu:
“Tell Me about Your Family,” “What is Your Hobby,” dan “I Want to Buy It.” Terdapat beberapa saran, baik untuk guru mata pelajaran bahasa Inggris maupun peneliti selanjutnya yang berminat mengembangkan bahan ajar untuk peningkatan kemampuan berbicara para siswa sebagai objek kajian. Para peneliti yang akan datang dapat melanjutkan kajian ini, misalnya mengembangkan aspek lain untuk menyempurnakan penelitian ini dan juga penelitian sebelumnya dengan topik yang sama. Penulis menemukan bahwa bahan ajar yang dirancang dalam skripsi ini masih memerlukan revisi agar dapat sampai pada tujuan yang paling utama dari pengajaran keterampilan berbicara bagi para siswa secara umum.
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ACKNOWLEDGEMENTS
First and foremost, I would like to express my deepest gratitude to the Lord Jesus Christ for blessing and giving me strengths to do things in life. I do thank God for giving me the opportunity to complete another chapter of my life in this great journey and to arrive at another milestone of my life.
I would like to express my enormous gratitude to my sponsor, Dr. Retno Muljani, M.Pd., for generously sharing her vast knowledge, expertise, and making herself available for consultations. I truly appreciate her guidance, lots of advice, and support in the process of completing this undergraduate thesis. I would like to thank all of the lecturers for their guidance during my study at this university, especially to Adesti Komala Sari, S.Pd., M.A., and C. Tutyandari, S.Pd., M.Pd., for providing the writer with precious comments and feedback to perfect the materials designed in this study. I would also like to thank all of the staff members of the English Language Education Study Program for all their help.
I sincerely express my gratitude to my beloved husband, John Stanley Hartana for always supporting me, and to my beloved daughter, Jocelyn Shalom Hartana, whose laughter and cries always motivate me to complete this thesis. My special gratitude also goes to my parents, Bambang Riyanto and Jayanti, and my parents in law, Abraham Herman Hartana and Sarah Hartana, my siblings Aga Sanjaya, Stephanie Tania Hartana, Stella Melita Hartana, and Stewart Alan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
enlighten my pathway. I am so grateful for their endless prayer for me to accomplish my study as soon as possible.
I would like to thank all of my college friends of PBI 2008 who always cheer me up with many stories and the warmth of friendship. I would like to thank them for being my wonderful mates during the years of bittersweet at PBI of Sanata Dharma University. My appreciation also goes to Herman Wahyaka, who has helped me proofread my script until it is ready to defend.
Finally, my deepest gratitude to the teachers, staff members, and students of SMP Kanisius Pakem Yogyakarta and to anyone whom cannot be mentioned here one by one. I would like to thank them for giving me a hand to finish this undergraduate thesis and making it happen at last.
Jeni Fan Allen
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TABLE OF CONTENTS
PageTITLE PAGE
i …………………………………………………….
APPROVAL PAGES ..................................................................... ii DEDICATION PAGE..................................................................... iv
v
STATEMENT OF WORK’S ORIGINALITY ………………… PERNYATAAN PERSETUJUAN PUBLIKASI vi
…………………
ABSTRACT.................................................................... vii ABSTRAK
viii …………………………………………………………
ACKNOWLEDGEMENTS
ix ……………………………………...
TABLE OF CONTENTS
xi ………………………………………..
LIST OF TABLES
xv ……………………………………………….
LIST OF FIGURES
xvii …………………………………………...
LIST OF APPENDICES ................................................. xviii
CHAPTER I: INTRODUCTION .....................................1 A.
1 Research Background …………………………………….
B.
5 Research Problems ………………………………………..
C.
6 Problem Limitation ……………………………………….
D.
6 Research Objectives ……………………………………… E.
7 Research Benefits ………………………………………… 1.
7 To the English Teacher of SMP Kanisius Pakem ...
2.
7 To the Students of SMP Kanisius Pakem ………...
3.
8 To the Researcher ………………………………....
4.
8 To the Readers …………………………………….
F. Defi 8 nition of Terms ………………………………………..
1.
9 Design ……………………………………………....
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11
5. Speaking ……………………………………………
11 6. English Speaking Club ……………………………..
CHAPTER II: REVIEW OF RELATED LITERATURE
13 …….
A.
13 Review of Related Theories ……………………………...
1.
13 Instructional Design Model ……………………… a.
15 Jerold S. Kemp‟s Model ……………………… b.
18 Janice Yalden‟s Model ………………………..
2.
20 Materials Development …………………………..
3.
22 Communicative Language Teaching (CLT) ……..
a.
22 Background …………………………………..
b.
24 The Principles of CLT ………………………...
c.
25 Learner Roles ………………………………… d.
26 Teacher Roles ………………………………… e.
27 The Role of Instructional Materials …………. 1) Text-
27 based Materials ……………………… 2) Task-
27 based Materials ……………………...
28 3) Realia ……………………………………… f.
29 Syllabus ……………………………………….
g.
30 Types of Learning and Teaching Activities …. 1) Pre-commu
31 nicative Activities ……………. 2) Commu
31 nicative Activities ………………... 3) Characteristics of Communicative Activities
32 h. CLT and Postmethod Condition ...................
34 4.
36 Speaking …………………………………………...
a.
36 The Nature of Speaking ……………………….
b.
37 Teaching Speaking …………………………….
B.
39
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1.
47 Research and Information Gathering …………….
2.
48 Planning …………………………………………… 3.
48 Preliminary Field Testing …………………………..
4.
48 Main Product Revision …………………………….
5.
49 Field Testing ………………………………………..
6.
49 Final Product Revision ………………………….....
7.
49 Implementation …………………………………...
B.
50 Research Participants ……………………………………..
1.
50 Participants in Research and Information Gathering 2.
51 Participants in Preliminary Field Testing ………….
3.
51 Participants in Field Testing ……………………… C.
52 Research Instruments ……………………………………..
1.
52 Instruments in Data gathering Technique ………...
2.
55 Instruments in Preliminary Field Testing ………….
3.
57 Instruments in Field Testing ……………………….
D.
59 Data Analysis Technique ………………………………….
E.
61 Research Procedure ……………………………………….
1.
61 Research and Information Gathering …………… 2.
61 Planning …………………………………………...
3.
62 Conducting Preliminary Field Testing …………....
4.
62 Revising the Designed Materials ………………… to Produce the New Products
5.
62 Conducting Field Testing………………………….
6.
62 Final Product Revision …………………………… 7.
63 Implementation …………………………………..
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION..
64 A.
64 The Steps of Designing Speaking Materials ……………...
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1. Conducti 65 ng Needs Survey …………………………..
2. Formulating Goals, Topic
70 s and General Purposes …
3. Identifying the Lear 73 ning Objectives ………………
4. Selecting the Teaching-
75 Learning Activities and ……. Instructional Materials
5. Selecting and Develo
83 ping the Syllabus Type ……....
84 6. Coordinate Support Services ……………………….
7.
85 Revising ……………………………………………..
8. I 92 mplementation …………………………………….
B.
97 The Brief Description of the Designed Materials ………...
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
98 ………..
A.
98 Conclusions ………………………………………………..
B.
100 Suggestions ………………………………………………...
1. Suggestions for 100 the English Teacher ……………………
2. Suggestions for 101 the Future Researcher …………………
REFERENCES
102 ……………………………………………………
APPENDICES
104 …………………………………………………….
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LIST OF TABLES
Table Page 1.
21 Techniques and Examples of Plus ……………………… Category in Materials Adaptation 2. Techniques and Examples of Minus ……………………. 21
Category in Materials Adaptation 3.
22 Techniques and Examples of Zero ……………………… Category in Materials Adaptation 4.
53 Questionnaire in the Needs Survey ……………………… 5. Interview in the Needs Survey ………………………….... 55 6.
Questionnaire in the Preliminary Field Testing ………….. 56 7. Questionnaire in the Field Testing ……………………….. 58 8. Interview in the Field Testing ……………………………. 59 9.
66 The Result of Pre-Design Survey from Students (no 1-5) 10. The Result of Pre-Design Survey from Students (no 11-15) 68 11.
71 The Result of Pre-Design Survey from Students (no 6) … 12.
72 The General Purposes of the Designed Materials ……….
13.
74 The Learning Objectives of the Designed Materials …… 14.
76 The Result of Pre-Design Survey from Students ………..
15.
78 The Summary of the English Teacher‟s Interview ……...
th
in the Pre-Design Survey on August 12 2011 16.
80 The Summary of the English Teacher‟s Interview ……...
th
in the Pre-Design Survey on August 24 2011 17.
82 The Topics and Activities of the Designed Materials …...
18.
85 The Description of Participants in Post-Design Survey …
20. The Result of Post-Design Survey Conducted ………….
87 in the Field Testing
21. The Summary of Students‟ Interview …………………..
90 Conducted in the Field Testing 22. The Result of the Materials‟ Implementation (Unit 1) …
93 23. The Result of the Materials‟ Implementation (Unit 2) …
94 24. The Result of the Materials‟ Implementation (Unit 3) …
95 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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LIST OF FIGURES
Figure Page 1.
17 The Diagram of Kemp‟s Model ……………………… 2.
44 Framework of the Designing ………………………… of English Instructional Materials
3.
45 The Diagram of the Relationship ……………………. between R&D and Instructional Design 4.
47 The R & D Steps …………………………………….
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LIST OF APPENDICES
121 Evaluation Quest ionnaire (Unit 3) …………………….
133 Transcript in the Pre- 135
131 Transcript in the Pre- design Survey …………………..
129 Transcript in the Pre- design Survey …………………..
128 Transcript in the Pre-design Su rvey …………………..
127 Interview Guideline in the Field Testing ………………
126 Interview Guideline in the Pre- design Survey …………
125 Interview Guideline in the Pre- design Survey …………
124 Appendix 6 ……………………………………………………..
123 Questionnaire for Expert V alidation …………………..
122 Appen dix 5 ……………………………………………………..
Appendix Page
Appen dix 1 …………………………………………………….
119 Evaluation Ques tionnaire (Unit 1) …………………….
118 Appe ndix 4 …………………………………………………….
111 The Attendance List of the Extracurricular English Club 112 The Attendance List in the Implementation ………….
109 Appe ndix 3 …………………………………………………….
108 Questionnaire for Needs Survey ……………………….
Appendix 2 ……………………………………………………..
Kanisius Yogyakarta
107
Letter of Permission from the Headmaster of SMP ……
Kanisius Yogyakarta
106
105 Letter of Permission to the Headmaster of SMP …….
120 Evaluation Ques tionnaire (Unit 2) …………………….
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144 Appendix 7 …………………………………………………….. 145 General Description ……………………….………….. 149
Appendix 8 …………………………………………………… 150 Syllabus ………………………………………………. 153 Lesson Plan (Unit 1) …………………………………. 156 Lesson Plan (Unit 2) ………………………………….. 159 Lesson Plan (Unit 3) ………………………………….. 162
Appendix 9 …………………………………………………… 163
Overview of the Designed Materials ………………… 165 Unit 1 …………………………………………………. 171 Unit 2 …………………………………………………. 174 Unit 3 ………………………………………………….
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CHAPTER 1 INTRODUCTION This chapter begins with the research background, problem formulation,
problem limitation, objectives of the study, benefits of the study, and definition of terms based on relevant sources to help the readers understand the focus of this study. Each part is discussed as follows.
A. Research Background
Language is one tool used by people in this world to communicate between one and another. One of the languages used is English. Many countries consider English an important language. As stated by Hong (2006) that no one can deny the universality of English. Outside English-speaking countries, English has become a compulsory component of education in many countries. Indonesia is one of them. Many people are expected to be able to speak English. It is because of the fact that the need to communicate and interact with people from various countries increases from year to year. The reasons why English is an important language for communication are (1) through English, people can search information and (2) people can get information they want to know. People around the world can find information in many aspects of human life such as education, business, criminal, politics, technology, etc. As Hong (2006) states, English is
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In Indonesia, English is now learned from the elementary school level to the university level. The curriculum in Indonesia emphasizes the four English language skills: listening, speaking, reading , and writing. The four skills are taught by teachers in the classroom by using the appropriate curriculum to students‟ level (Depdikbud, 1994).
According to Noar (1953), although English is learned in elementary school, junior high school students can also be classified as beginners. As beginners, they cannot express their thoughts, feelings, and opinions to use the target language they have learned. Their inability to produce correct sentences and their fear of making mistakes can be two factors that affect them to be passive in their learning process. Another obstacle that hinders Junior high students in using the target language is that although English is required in Indonesia, it is not spoken by many people in their surroundings. These factors can decrease their motivation to speak English.
Some junior high schools in Indonesia provide extracurricular activities or English Clubs to give students extra time to learn English. These activities or programs are held to improve students‟ English proficiency. It is usually done after the regular teaching and learning process. One of the junior high schools which has an extracurricular English Club is SMP Kanisius Pakem Yogyakarta.
The extracurricular English Club at SMP Kanisius PakemYogyakarta was
th started first on August 19 2011.
“The purpose is to help students in improving
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this program based on their willingness and interest. There were about forty five students joining the club at the beginning and about twenty to thirty at present.
Therefore, the class was divided into two classes. The first was conducted every Thursday at one o‟clock and the second class was conducted every Friday at half past eleven in the morning (see appendix 3) . At the beginning, the researcher was one of the two teachers who taught the Friday class. The members of the English Club were seventh graders and eighth graders.
An extracurricular English Club is a place for language learners to use English in a casual setting. It is a club, not a class. The activities and materials in the extracurricular English Club, therefore, are designed to be natural and comfortable for students. Here, students will learn some materials deeper than they learn in the classroom. There will be some games, songs, pictures, movies, videos etc to facilitate students in learning and understanding English (http://www.englishclub.com/english-club/english-club.htm).
th
Based on the feedback collected through the questionnaire on August 19
th
2011, two informal interviews with the classroom teacher on August 12 2011 and
th
August 24 2011 (see appendix 2 and appendix 6), and daily teaching and learning process in the classroom, the researcher realized that although some students knew the correct grammar patterns, they could not express their ideas fluently when the teacher asked them to speak. From the observations and informal interviews, the researcher discovered that the school‟s English teacher
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4 Kanisius Pakem Yogyakarta . Due to this situation, the school principal decided to
open an extracurricular English Club. On the other hand, the English teacher had not prepared the materials for this new program. It was showed from the result of informal interview conducted by the researcher on August 12th 2011. In the interview, the English teacher said, “I haven‟t designed any material for the extracurricular English Club, so tha t, I need your help in designing the materials”. Therefore, she asked the researcher to design some English materials which were suitable for extracurricular English Club at SMP Kanisius Pakem. This is why the researcher designs English speaking materials for the extracurricular English Club at SMP Kanisius Pakem Yogyakarta based on Communicative Language Teaching.
Finocchiaro and Brumfit (1983) as cited by Richards and Rodgers (2001) stated that Communicative Language Teaching or known as CLT is an approach that puts meanings as the most important element in learning a language. This approach is suitable for beginners, for instance junior high students, as this approach is able to provide the learners with more spaces for learning a new language based on what they experience in their daily lives.
Djiwantoro (2006; 359) stated that teachers should be able to encourage students‟ interest in the subject materials and deliver the material attractively. It is applicable for all subjects taught to the students. Otherwise, monotonous activities would eventually discourage students to be actively involved in the learning
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the teaching and learning process. This combined activity can also be used by teachers to teach in extracurricular English Club since the combined activity can create more natural and comfortable teaching learning processes than the regular ones in the classroom.
Mulyasa in Kurikulum Tingkat Satuan Pendidikan (2008: 157) states that teachers should be creative in developing any teaching media which may improve the effectiveness of teaching learning activities. Moreover, Semiawan (2008: 79) also argues that teachers should be able to control the learning environment to encourage students‟ interest in the subject materials and deliver the material attractively. All of the additional materials can be probably employed in extracurricular Engli sh Club. After knowing the learners‟ need through the questionnaires, informal interviews with the classroom teacher, and daily teaching and learning process in the classroom, the researcher intends to design English speaking materials for extracurricular English Club based on Communicative Language Teaching at SMP Kanisius Pakem Yogyakarta.
B. Research Problems
The problems of the research are formulated into the following two questions:
1. How is a set of speaking materials based on Communicative Language
Teaching for the extracurricular English Club students of SMP
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6 C. Problem Limitation
This study aims to design extracurricular English Club speaking materials at SMP Kanisius Pakem Yogyakarta. The researcher focuses only on materials for speaking skill. In the designed materials, the researcher will take three topics from the result of needs‟ analysis of the students in order to give limitation and focus of the study. Therefore, the topics were chosen by the students and based on their needs and inte rests. The topics are „Tell Me about Your Family‟, ‟What is Your
Hobby?‟ , and „ I want to Buy It‟. These three topics are similar to the topics in the curriculum for junior high school students. There are three meetings for the materials implementation and it takes ninety minutes for each meeting.
D. Research Objectives
This research aims to figure out the answers of the two research questions stated in the research problems. Below are the research objectives:
1. to design how a set of instructional speaking materials based on
Communicative Language Teaching 2. to present the designed set of speaking materials for the extracurricular
English Club students of SMP Kanisius Pakem Yogyakarta
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E. Research Benefits
This study brings benefits to the English teacher of SMP Kanisius Pakem , the students of SMP Kanisius Pakem Yogyakarta, the readers, and the
Yogyakarta researcher herself.
1. To the English Teacher of SMP Kanisius Pakem
Since the extracurricular English Club is new at SMP Kanisius Pakem
Yogyakarta and the English teacher has not designed any materials before, the
speaking materials designed by the researcher will be one contribution in creating the activities. The teacher may use the same activities designed by the researcher or create another activities related to the materials designed by the researcher.
2. To the Students of SMP Kanisius Pakem
The materials are designed by the researcher based on the data collected through a questionnaire and observations. The researcher expects that the materials are appropriate to the students‟ needs and interest. Then the materials designed can make them more enthusiastic to take part in speaking activities.
Students can learn English as an enjoyable course and they can improve their English proficiency without being bored and frustrated. Besides, the students can improve their speaking skills through frequent practices provided at their school.
In this study, the designed materials provide frequently used expressions which
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3. To the Researcher
This study is a great opportunity to learn how to design a set of speaking materials. Besides, the result of this study can be one of sources for consideration in making another set of materials from the same or similar topics to this study. From this research, material designers will enrich their creativity and knowledge in designing English instructional materials especially speaking materials. The result of the study hopefully provides beneficial information and gives a stimulus for further studies. By using the adaptation of CLT approach, better and more interesting materials would be presented.
4. To the Readers
This research helps the readers to know the appropriate materials for extracurricular English Club based on students‟ needs and interests. Hopefully, the materials designed by the researcher can also be used by the readers in this teaching and learning process.